Temple University School of Medicine - Skull Yearbook (Philadelphia, PA)

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BELOW: Winter Surf: Dr. Harbison wears a “full metal jacket, protective gear that keeps the cold water out during a January surf competition. relationship. As physicians, Dr. Harbi-son believes that we need “human-to-human interaction and this cannot be simulated.” Dr. Harbison strives to show students that this is possible and can be successful in a busy place. I found it amusing that Dr. Harbison likened himself to Napoleon Dynamite, a socially awkward nerd from a movie. He describes himself as a person who loved science and excelled in school, two characteristics usually associated with nerddom. He ran track in high school and college, a sport not likely to propel one into the socially elite high school crowd. Yet, he found a way to balance these less socially desirable attributes with lifeguarding, surfing, and surgery. The final product is a self-assured family man who prides himself in educating medical students and providing good care to patients. We, as students, were lucky to have the opportunity to work with Dr. Scan Harbison, whose down-to-earth nature and passion for education and patient care left an indelible mark on us. -Corinne L. Bria, MD BELOW: Beach Babies: Grace Connor, who share their parents’ love for the beach take a break from surfing, kayaking, and enjoying the sun to smile for a picture! Heal with Steel, Save Life with the Knife Time well spent: Dr. Harbison his wife. Sue, enjoy some well-deserved rest relaxation at their beachhouse in Sea Isle, New Jersey! 2006 Skull

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I years of medical school as a balance of studying and partying. He found that he has stayed in touch with numerous people who he met during those years. However, he describes his third and fourth years as “rough because he and his classmates scattered for rotations and lost some of their cohesive-ness. Dr. Harbison remembers feeling “like a fifth wheel while on his surgical clerkship during his third year of medical school. 'Phis experience and the hardships of his residency shaped his behavior toward medical students. He says, “I want to engage students in surgical experiences and involve them in the decision-making process. 1 want students to be close to the action in the operating room and incorporate students as human beings into the surgical experience. For those who spent time with Dr. Harbison in the operating room, it is obvious that this ideal was a reality. Numerous students have spoken of their fear and anticipation when Dr. Harbison handed them the scalpel to make the opening incision. This is a memory that they will never forget. Even though Dr. Harbison would have loved to stay at Temple Hospital for his residency, he served as 3 resident at Graduate Hospital. Following residency, he headed to New York (the furthest distance he traveled from Broad Street) to the Sloan Kettering Memorial Cancer Center for a surgical on- cology fellowship. While he is fellowship-trained in oncology, Dr. Harbison describes himself as a “general surgeon. He explains that he was attracted to surgical oncology because “it is one area of general surgery that will remain general. I enjoyed general surgery and found oncology to be a good adjunct to this. After his fellowship, Dr. Harbison returned to Graduate Hospital as an attending physician and became very involved in the residency program. In 2003, he returned to his alma mater after being recruited by the chairman of surgery, Dr. Daniel Dempsey. Dr. Harbison relates that he was overjoyed to come to Temple and work with Dr. Dempsey. He adds that Temple is a great place to work and notes that he likes that the dean of the medical school is also a surgeon. It is interesting to note that Dr. Harbison and Dean John Daly share many similarities including their educational journey: both attended LaSalle University for their undergraduate education and Temple University School of Medicine. When asked about his goals as a Temple surgeon, Dr. Harbison keeps it simple, Teaching and good care. In his three years at Temple, Dr. Harbison has learned that human interaction with the medical students and the patients [is] most important. He recounts that he usually starts his patient interactions with a joke which helps build rapport and form a j Apple of his eye: Grace Like father, like son: Connor 6 Temple University School of Medicine

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Honorable Tradition Graduation is a cultural tradition considered a rite of passage from one platform in a student’s life to another. It has its origins in antiquity where many tribes were found to be celebrating their passing from youth to adulthood through various customs and observances. Today’s graduation ceremony is a manifestation of this ancient rite of passage in the modern context. An important part of the graduation ceremony is the giving of hoods. The origin of the hoods lies with the Celts and the Druids (the Celtic priests). Among the Celts, only the Druids wore mantles which had hoods attached to them as a mark of their rank in the society. In the schools of the middle ages, the hoods were worn as a head-covering to resist the frigid temperatures. But gradually, it was integrated into the academic system with much symbolic significance. Now, wearing of hoods symbolises a kind of authority, a high standing, or to identify a new graduate’s institution and the degree. A hood is always black in color, but the edges and lining have individual significance. The hood is lined in silk with the official colors of the institution conferring the degree. The edging of the hood is velvet, with a particular color representative of the field of study to which the degree pertains. The official colors of Temple University are cherry and white while the velvet is dark green signifying medicine. A doctorate degree has a hood length of four feet. The tradition is that a candidate for a degree should not wear the hood of that degree until it is actually conferred. One of the great continuing traditions is the presence of hooders - individuals who symbolically bestow the medical degree upon each graduate. The senior class chose four individuals to assist with the placement of hoods. These distinguished members of the faculty were selected not only for their superior quality of teaching, but for their passion, hard work and dedication, the practice of medicine, and student education. Each hood-er has committed themselves to challenging the minds of medical students and encouraging future doctors to maintain the devotion to patient care and maintain integrity to the profession. It was from these mentors that we were able to obtain the knowledge and learn the skills to become physicians - doctor, teacher and friend. Carson Schneck, MD, PhD Professor Department of Anatomy and Cell Biology Kathleen Reeves, MD Assistant Professor Department of Pediatrics Associate Dean for Student Affairs 8 Temple Universiiy School of Medicine